UNIT PLAN: SOCIAL STUDIES MAPPING: NEW YORK CITY Nov.

5, 8, 13, 20 2012 Karen Hawkins PS321 2nd grade Objective: What and where are the five boroughs of New York City? What do they look like? How are they connected? Where are they? Overview: Day 1: Discovering the shape of the boroughs and naming them; placing them in space Day 2: Tracing the boundaries of the boroughs: orienting them in relationship to one another and other features Day 3: work day for filling in borough shapes with small balls of colored tissue Day 4: Finishing the boroughs maps; what are boundaries? How do we cross them? Did we always cross them this way? Vocabulary: write borough names in large letters on the board Brooklyn, Bronx, Manhattan, Queens, Staten Island, boundaries, island, north, south, east, west, mapping, cartographer, edge, shape, compass rose (ongoing) Materials: wall map of NYC & smaller maps borough pieces 25 blank borough maps colored pencils, flair pens, sharpies clipboards tissue paper glue acetate pictures of NYC borough crossings Procedure: DAY 1: Nov. 5 Mini-lesson: 10 mins Students sit around the perimeter of the rug. Introduce boroughs by shape only in the middle. What do you notice about these shapes? What could they be? Introduce vocabulary: boundaries, island, mapping, cartographer, shape, edge and review compass rose. Have students verbally identify and arrange the boroughs, referring to the wall map as necessary. Where are we? Identify Brooklyn (PS321>>Park Slope>>Brooklyn) What separates the boroughs? Identify the bodies of water that separate the boroughs. Introduce the blank maps. Model what we will do with them o ID & write in borough names & worksheet on back; its ok to copy

spelling o color water if there is time- what color is water?) Work time: 30 mins Look at the map and fill in: names of boroughs. Do the short worksheet on the back- work in groups as necessary. If time: color the water part of the map. Share: 10 mins: Go over the questions together on the rug What do you notice about the different boroughs? How are they different? How are boroughs separated? Where might we have to cross water to go? What does it make you wonder? Qs they might have for next classes. Preview what we will do next time.

DAY 2: Nov. 8 Mini-lesson: 10 mins CLIPBOARD VOCAB ON BOARD: esp. Island boundaries, island, mapping, cartographer, shape, edge, compass rose 1. Spelling and capitalization-borough names 2. Review compass rose- leads into the worksheet a. Connected boundaries vs water b. Largest, smallest, others? c. Northernmost, southernmost, etc. d. Where we live 3. Look at Silantas- edges and boundaries of water & land!! a. Are edges straight and smooth? 4. Why do we make maps? Who made the wall map? 5. Why are boundaries important? What do they tell us? 6. Introduce activity: make a stained-glass map. o How do you copy a shape? Model how to trace the map with CLIPBOARD, sharpie, acetate & map they labeled. o Once you are done tracing and labeling, you can start filling in the land with tissue paper. Model this WITH PENCIL, SCISSORS, QTIP& GLUE>>> use TOOTHPICK to make small details of edges. o Take your time with edges-its not easy. What to do about mistakes, other cautions, etc. Work time: 35 mins Trace the boroughs with a sharpie. Hand out glue & tissue paper once the tracing is complete. Cleanup: 10 mins DAY 3: Nov. 13

Mini-lesson: 10 mins What is a boundary? Have them recall what we have been doing and how we are representing the boundaries of boroughs, in our project. What do boundaries look like? What are some ways to cross boundaries? Show a few students work in progress Reintroduce activity: review where you are in it. o Cautions: use one color ONLY for one borough- why is this important? o Try and cover your boroughs all the way up to the boundary- why is this important? o Cover up the borough names- we can put other labels on top of the colors o What does it mean to be finished? What does a finished product look like? What elements does it have? (model with my finished product) Work time: 30 mins Complete the map; label. Those who finish early could put in bridges and/or label bodies of water with a sharpie. Share: 10 mins Share student work: what do our boundaries look like? What was hard about doing this? What did you like about it? What did you learn? What are some boundaries between the boroughs of New York? SHOW PPT Questions they might ask: o How do you know if something/someplace is a boundary? o Who makes boundaries? Where (parks, your yard, the school yard, a country, etc.)? o Can boundaries be moved? o How come the boroughs are not their own cities? Cleanup: 5 mins Day 4: Nov. 20 Mini-lesson: 15 mins Slide show on boundaries o Slide 1: borough names o Slide 2: Brooklyn sign- has anyone seen one? o Slide 3: Newtown Creek- what kind of boundary is this? o Slide 4: Evergreen Cemetery- what kind of boundary is this? o Slide 5: Holland Tunnel- here is the actual boundary under the river o Slide 6: Verezzano Narrows Bridge- connecting SI&BK o Slide 7: Harlem River- btwn MNH&BX o Slide 8: birds eye view of Brooklyn o Slide 9: Fulton Ferry/Brooklyn Bridge- what did we do before the Brooklyn Bridge opened in 1883? STATEN ISLAND FERRY o Slide 10: Castello Plan- what do you see on this map? Trees, farms NO bridges, buildings SOMEONE DREW THIS o Slide 11: Brooklyn & Manhattan birds eye view- Bridges, Statue of

Liberty NO skyscrapers SOMEONE DREW THIS o Slide 12: Manhattan- Skypscrapers! Computer? o Slide 13: Internet- interactive Computer, for sure Copies of these last four maps: think about what you see in them, and decide which is oldest>>newest

Work time: 20 mins Order the maps; can discuss Share: 10 mins Show slides again- how did you figure it out? o Which is oldest? Why? o Which is newest? Why? o Ones in between What kinds of boundaries do we have in New York? What are some ways that we cross from borough to borough? How were maps made long ago? What did our city look like long ago? What was here? Who lived here?